Where will—and where should—Changes in education leave school psychology?

Bradley-Johnson, Sharon; Johnson, C. Merle; Jacob-Timm, Susan

doi:10.1016/0022-4405(95)00007-9

Cited by 25 publications

(17 citation statements)

References 16 publications

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“…Assessment data will likely be gathered more frequently for the purposes of making decisions and demonstrating accountability (Ysseldyke et al, 1997). The field may witness a decline in the amount of time school psychologists devote to traditional assessment (Bradley-Johnson, Johnson, & Jacob-Timm, 1995;Telzrow, 1999). The assessment role will probably be defined in more encompassing terms (e.g.…”

Section: Discussionmentioning

confidence: 99%

Contemporary practices in school psychology: A national survey of roles and referral problems

Bramlett

Murphy

Johnson

et al. 2002

Psychology in the Schools

159

130

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Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.School psychology needs to maintain an ongoing data base specific to professional practices (Reschly & Wilson, 1995). Periodic updates of this information are essential in planning for training, professional development, research, and role change. Surveys of school psychologists have explored a wide range of professional issues including job satisfaction (Anderson, Hohenshil, & Brown, 1984), preferences for specific job functions (Smith & Lyon, 1985), assessment practices (Stinnett, Havey, & Oehler-Stinnett, 1994), involvement in peer support groups (Zins & Murphy, 1996), participation in various service activities (Ramage, 1979), and actual time engagement in specific roles and functions (Benson & Hughes, 1985;Lacayo, Sherwood, & Morris, 1981;Nastasi, Varjas, Bernstein, & Pluymert, 1998;Reschly & Wilson, 1995;Smith, 1984).The amount of time that school psychologists allocate to different service activities reveal some consistent patterns. Assessment has remained the dominant role of practitioners with approximately half of the school psychologist's time spent in these activities (Benson & Hughes, 1985;Reschly & Wilson, 1995;Stinnett et al. 1994). Despite the prominent role that consultation has been awarded in the professional literature and training of school psychologists (e.g., Bramlett & Murphy, 1998) there does not appear to be substantial evidence reflecting a recent increase in consultation (Reschly & Wilson, 1995). In surveys by Benson and Hughes (1985), Lacayo et al., (1981), Smith (1984, Smith andLyon (1985), andStinnett et al., (1994) school psychologists spent between 18% and 25% of their time engaged in consultation. Although consultation is routinely included in surveys developed to assess professional roles and functions, no information appears to be available on school psychologists' use of specific consultation models (e.g., behavioral, mental health, etc.).Intervention and prevention are two professional roles which have been advocated as important roles of school psychologists as part of the problem-solving process (Gutkin & Curtis, 1999). Reschly and ...

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Section: Discussionmentioning

confidence: 99%

Contemporary practices in school psychology: A national survey of roles and referral problems

Bramlett

Murphy

Johnson

et al. 2002

Psychology in the Schools

159

130

View full text Add to dashboard Cite

show abstract

“…With the elimination of diagnostic labels in the education of children with special needs, most individual psychoeducational assessment will be for the purpose of developing effective interventions (Bradley-Johnson, Johnson, & Jacob-Timm, 1995). However, parents, at times, will request a psychological diagnosis, or a diagnosis will be required by the health-insurance company when psychopharmacological or other medical interventions are recommended.…”

Section: Goal 2: Ready To Learnmentioning

confidence: 99%

School psychology in the new millennium: Legal influences and ethical issues

Jacob-Timm

2000

Psychol. Schs.

Self Cite

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“…The SBHC is a unique practice setting that presents an opportunity to expand the reach of school psychological services that can enhance physical and mental health services for children and their families. Changes in the practice of school psychology have occurred primarily through the actions of individual practitioners (Bradley-Johnson, Johnson, & Jacob-Timm, 1995); the movement toward school-based health care practice will be no different. It is hoped that the information in this special issue will provide an impetus for individual school psychologists to become more involved with school-based health centers and will stimulate the interest of researchers to develop research programs that apply the science of psychology (Bradley-Johnson & Dean, 2000) to improve our knowledge base in schoolbased health interventions.…”

Section: Expanding the Role Of School Psychologistsmentioning

confidence: 99%